This material was produced by the Royal Society of New Zealand (RSNZ)
under contract to the Ministry of Education in 2000 and 2001. It was written
to assist teachers and schools in their delivery of the technology/ hangarau
curriculum statements. The project was jointly coordinated by personnel
from the Technology Education New Zealand (TENZ)
and National Association of Māori Mathematicians, Scientists and Technologists
(NAMMSAT) networks. Monitoring and evaluation of the material was carried
out by a national project advisory group.
|
This page:
What makes hangarau different from technology?
How do we
resource our hangarau programmes? What resources are available to support
the programme?
What
are the key points to remember when planning a hangarau unit?
page
2:
What differentiates hangarau from pūtaiao and ngā toi?
What
are communities of practice? How do we find them?
Can
hangarau be integrated with other curriculum marautanga?
page
3:
How can we access professional development support for hangarau?
What
does sustainability mean?
Why
does hangarau have only two strands?
page
4:
What is whakaharatau hangarau?
What
are the safety issues in hangarau education? Is an ordinary classroom
suitable?
What
makes hangarau different from technology?
The basis of hangarau lies within Te Ao Māori,
that is, the knowledge acquired through research begins in the
past practices of our tūpuna and how they met their everyday
needs relevant to those times. By teaching students the technical
skills and associated tikanga, by encouraging them to nurture
and care for natural resources and by encouraging their creativity
and innovative thinking, teachers will see results of technological
practice that apply to the needs of today's people but are still
inherently Māori. It is this that makes hangarau and technology
different although there are many similarities.
How
do we resource our hangarau programmes? What resources are available
to support the programme?
In the first instance, our greatest hangarau resource is in the community,
amongst the parents and wider whānau of your students. There lies
the knowledge and skills that are needed in hangarau education. It is
vital that this knowledge is passed on to students so that they can
make informed choices based on tikanga and authentic practice within
their own hangarau experiences. Acknowledgment and use of the kura whānau
to support the programme is often a really positive aspect of hangarau
and benefits both students and whānau, it reinforces the importance
of the relationship between whānau and kura.
A list of written resources is available on the Royal Society of New
Zealand website www.rsnz.govt.nz
This is being continually updated as more materials become available
and known. It includes materials published on behalf of the Ministry
of Education as well as material from a range of other sources.
What
are the key points to remember when planning a hangarau unit?
Hangarau is "purposeful and creative" and encourages innovation. Therefore
whilst teachers guide the programme they do not dominate it. Students
learn from their mistakes and are involved in a process of self-evaluation
and review of their written and practical work. Because hangarau is
designed to meet a human need or opportunity it must have a specific
purpose, without this the essence of hangarau becomes lost.
It is also important to consider carefully the resources, both
human and material, and facilities available to you when planning
your unit.
